Oer panel

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Oer panel

  1. 1. Exploing
the
potenal
of
OER:
arculaon
of
Open
 Educaonal
Pracces Gráinne
Conole,
 Leicester
University,
UK grainne.conole@le.ac.uk ICDE
Conference,
Bali,
4th
October
2011
  2. 2. From
resources
to
pracces
  3. 3. Open
Educaonal
Pracces Open Educational Practices(OEP) constitute the range of practices around the creation, use and management of open educational resources with the intent to improve quality and innovate education
  4. 4. OER
‐
a
vision
of
transformaonBeyond
content
–
focus
on
acvity
and
useLearners
as
self‐directed
and
autonomousMore
of
a
focus
on
sharing,
refinement,
iteraon,
crical
refleconOER
as
a
potenal
catalyst
to
transforming
educaonal
pracceImprovements
in
social
inclusion,
quality
and
innovaon
  5. 5. Abstracng
dimensions
of
Pracce hVp://cloudworks.ac.uk/cloudscape/view/2105
  6. 6. Abstracng
dimensions
of
Pracce Open
Educaonal
Pracces
 (OEP)Pracces
around
the
creaon,
use
and
 management
of
Open
Educaonal
 Resources hVp://cloudworks.ac.uk/cloudscape/view/2105
  7. 7. Abstracng
dimensions
of
Pracce Open
Educaonal
Pracces
 (OEP)Pracces
around
the
creaon,
use
and
 management
of
Open
Educaonal
 Resources Approach 60
case
studies
of
OER
collected Dimensions
of
OEP
derived Online
consultaon
process hVp://cloudworks.ac.uk/cloudscape/view/2105
  8. 8. OER
models
  9. 9. OER
models• Level
of
granularity – ‘Atomisc’:
based
around
 learning
objects
 – ‘Holisc’:
aligned
to
course
 structures

  10. 10. OER
models• Level
of
granularity – ‘Atomisc’:
based
around
 learning
objects
 – ‘Holisc’:
aligned
to
course
 structures
• Format – Simple,
text‐based – Rich
mulmedia
  11. 11. OER
models• Level
of
granularity – ‘Atomisc’:
based
around
 learning
objects
 – ‘Holisc’:
aligned
to
course
 structures
• Format – Simple,
text‐based – Rich
mulmedia• Pedagogy – Neutral – Embedded
  12. 12. Design ->use -> reuse -> repurpose
  13. 13. Design ->use -> reuse -> repurpose Teacher A
  14. 14. Design ->use -> reuse -> repurpose OER Creates Teacher A Design
  15. 15. Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design
  16. 16. Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits
  17. 17. Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits Learner A OER Chooses Learner B Design Teacher B
  18. 18. Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits Quiz + beginners route Uses Learner A OER Chooses Learner B Design Teacher B
  19. 19. Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits Quiz + beginners route Uses Learner A OER Quiz + advanced route Chooses Learner B Uses Design Teacher B
  20. 20. Design ->use -> reuse -> repurpose Deposits OER Creates Teacher A Design Deposits Quiz + beginners route Uses Learner A OER Quiz + advanced route Chooses Learner B Uses Design Repurposes Teacher B & deposits
  21. 21. Open
Educaonal
Pracce
Dimensions
  22. 22. Open
Educaonal
Pracce
DimensionsStrategies
and
policiesQuality
Assurance
modelsPartnership
modelsBusiness
models/sustainability
strategiesBarriers
and
success
factorsTools
and
tool
praccesSkills
development
and
supportInnovaons
  23. 23. Open
Educaonal
Pracce
DimensionsStrategies
and
policiesStrategies
and
policiesQuality
Assurance
models Quality
Assurance
modelsPartnership
models Partnership
modelsBusiness
models/sustainability
strategies Business
models/sustainability
strategiesBarriers
and
success
factorsBarriers
and
success
factorsTools
and
tool
praccesTools
and
tool
praccesSkills
development
and
supportSkills
development
and
supportInnovaonsInnovaons
  24. 24. Open
Educaonal
Pracce
DimensionsStrategies
and
policiesStrategies
and
policiesQuality
Assurance
models Quality
Assurance
modelsPartnership
models Partnership
modelsBusiness
models/sustainability
strategies Business
models/sustainability
strategiesBarriers
and
success
factorsBarriers
and
success
factorsTools
and
tool
praccesTools
and
tool
praccesSkills
development
and
supportSkills
development
and
supportInnovaonsInnovaons Strategies
and
polices Barriers
and
success
factors Tools
and
tool
pracces Skills
development
and
support
  25. 25. The OPAL guidelines• Four stakeholder groups: learners, teachers, institutional managers and policy makers• Matrices to enable organisations to position themselves in terms of their OEP activities• Guidance on developing an OEP vision and strategy• Support for implementing and promoting OEP
  26. 26. Benefits• Builds on solid empirical research (analysis of 60 OER case studies)• Extensively validated with the OER community (EFQUEL conference, Online, Paris forum, Online Educa)• Presented in a simple to use format Jigsaw pattern -• Addresses the needs at both divide and share individual and organisational the problem space
  27. 27. Instuonal
benchmarking• DIMENSIONS – Strategies
and
Policies – Barriers
and
Success
Factors – Tools
and
Tool
Pracces Skills
Development
and
Support• CONTEXT – Macro
level

(society) Maturity – Meso
level

(organisaon) – Micro
level

(individuals) Context• MATURITY – Inial
(not
yet
started) Dimensions – Managed – Defined – Opmizing
(embedded
/
advanced) 11
  28. 28. Uses
and
benefits• Three
uses – Benchmarking – Guidance – Reflecon
and
comparison• Benefits – Guides
users
in
understanding
how
to
 think
about
the
key
issues. – Flexible
enough
to
cover
the
mulple
 stakeholders – Sub‐cubes
provide
praccal
illustrave
 examples – Useful
as
a
mechanism
for
instuons
 to
self‐benchmark 12
  29. 29. Mapping
the
case
studies Micro Meso MacroStrategies
and
 Personal
 Instuonal
 Embedded
in
policies movaons
and
 strategies
and
 naonal
policy
and
 goals policies
in
place fundingBarriers
and
success
 Tension
between
 Lack
of
appropriate
 Lack
of
funding
or
factors research
and
 structure rewards teachingTools
and
tool
 Use
of
web
2.0
tools
 Instuonal
OER
 Naonal
repository
pracces to
discuss
OER repository availableSkills
development
 Peer
review
and
 Instuonal
 HewleV
OER
and
support discussion workshops
on
OER projects
and
OCW 13
  30. 30. Need and value• Help in developing their OER strategy and implementing and promoting the use of OER• Individuals and organisations are unaware of the work that has already been done and the lessons that have been learnt• Need to embrace the potential of OER and encourage broader use
  31. 31. Use cases• University A wants to know where they stand: • They can use the guide to assess themselves • They get a review/ feedback from OPAL• University B wants to create a future open policy: • They can see which elements would need to be included into that from our guideline• University C wants to compare themselves with others: • They can look up other completed matrices
  32. 32. Impact• Better uptake and use of OER• A more systematic approach• Growing database of stories• An emergent community discussing learning and teaching ideas and the use of OER

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